This literacy class is designed for 17 adult learners who are either illiterate or have relapsed into illiteracy. Organized by Leng Su Sìn Semi-Boarding Primary School for Ethnic Minorities, the class is taught by the school’s teachers in collaboration with officers from the Leng Su Sìn Border Post under the provincial Border Guard Command.

The class was launched in early September 2024 under the direction of the provincial Department of Education and Training, in coordination with the Mường Nhé District’s Education and Training Office and the Leng Su Sìn Border Post. Its goal is to improve literacy levels, enabling residents to read and write, thereby enhancing their quality of life and contributing to local socio-economic development.

Initially, persuading villagers to enroll in the class was challenging. Most learners were elderly, hesitant to embrace new things, and occupied with farming during the day, making it difficult to set aside time for study. To encourage participation, Village Chief Vừ Xái Lầu, along with teachers and border guards, visited each family to explain the benefits of literacy.

During peak harvest seasons, attendance dropped significantly as many learners became preoccupied with farm work. In order to maintain class participation, teachers and border guards continued their efforts, visiting homes to remind villagers of the importance of learning to read and write.

Thanks to their perseverance and dedication, the class has been consistently maintained with positive results.

Teacher Vũ Xuân Thi, one of the instructors at the special class, shared that during the day, they teach primary school pupils, and in the evening, they return to the classroom to teach adults. “Though it is exhausting, witnessing the progress of our learners gives us the motivation to continue. At first, many were shy and hesitant, but now they can confidently write their names and read simple sentences,” he added.

The teachers, who dedicate their days to teaching young pupils and their evenings to instructing adult learners, display remarkable commitment and responsibility.

Regarding study materials, each learner receives textbooks, notebooks, and pens. The teachers print and distribute instructional materials provided by the provincial Department of Education and Training. Despite limited resources, the class runs smoothly thanks to the dedicated support of the teachers.

Among the students, Mrs. Sùng Thị Sâu stands out as a role model. Despite her age and the demands of her household, she attends class regularly. She expressed that being able to read and write has boosted her confidence in communication and allows her to help her grandchildren with their studies.

Village Chief Vừ Xái Lầu also plays a crucial role in encouraging villagers to join the class. He frequently joins hands with teachers and border guards to visit households, advocate for literacy, and persuade residents to enroll, aiming to raise educational levels in the community.

The literacy class in Cà Là Pá Hamlet does more than teach reading and writing, it opens new opportunities for learners. Literacy enables villagers to access information, apply modern agricultural techniques, and ultimately improve their income and quality of life.

Additionally, class sessions incorporate education on Party policies, government regulations, public health, environmental hygiene, and farming and livestock techniques. As a result, villagers gain greater awareness, fostering a more progressive and civilized community.

Lieutenant Colonel Mùa A Páo, Political Officer of the Leng Su Sìn Border Post, noted: “Initially, persuading people to join the class was difficult as many said they were too old to learn. But I explained that literacy is not just for reading books, it helps with record-keeping and basic calculations for trade. Now, many villagers can sign their names instead of using fingerprints.”

The literacy class in Cà Là Pá Hamlet reflects ongoing efforts to promote education in remote and disadvantaged areas, both in Mường Nhé District and the province as a whole. To sustain and expand this model, collaboration from local authorities, educational institutions, and the commitment of learners themselves is essential.